The Effectiveness Study Of Game Teaching For Improving Mental Retardation Children’s Classroom Learning Adaptation

This study is mainly about a single subject research on weather game teaching can improve the mental retardation children’s classroom learning adaption, whose purposes are as below:Ⅰ. To research on weather game teaching can improve the adaptive behaviors of mental retardation children in the individual training class.Ⅱ. To research on what classroom behaviors the mental retardation children can not adapt to.Ⅲ. To research on what specific mode of operation is proper for game teaching. This study is pointing at a child with mental retardation who was once in an ordinary kindergarten but now studies in a special education institution. In this case, game teaching is applied in its individual training classes twice a week with forty minutes each time and altogether there are eighteen times. The detailed results of the study are as following.Ⅰ. Application effect:Game teaching can improve mental retardation children’s classroom learning adaptation. The study shows that the percentage of their behaviors on careful listening, paying attention, class focusing and proper response are much higher than the baseline. Through statistically analyzing Z from C, we can find the significant result of P<.05for application period and baseline period which improves that the application is very effective. From analyzing this study result, it is found that this experiment has some maintenance effect but not so stable.Ⅱ. Adaptation behavior:the study shows that the behaviors this case object can not adapt to include careful listening, paying attention, focusing and proper response.Ⅲ. Game teaching:study has found that combining free game with guide game in game teaching process can effectively keep mental retardation children being interested in learning content, so to guarantee to achieve the individualized education goal. In terms of game designing, the study found that the mental retardation children’s game designing has the following principles: A. the game environment and toys must be safe and specific.B. the game designing must be in accordance with mental retardation children’s cognitive development stage and their individual characteristics.C. the game design and implementation must point at the purpose of the research and the individualized education goals of the case.D. the content of the game must be designed with reference of mental retardation children’s interest and their abilities.E. the game process should develop from easy to difficult not too fast, increasing difficulty according to the mental retardation children’s ability.F. the game process should be paid special attention to. Don’t put the material rewards as one of the important conditions for mental retardation children to cooperate. Language and spirit reward should also be used to make the case object feel the sense of accomplishment, and making him have joy in the process.